Culturally Responsive Practices for Special Education Teachers

Hyun Ju Kang

Rehabilitation Psychology & Special Education

University of Wisconsin-Madison

Agenda

Watch lives of Korean students in schools

Barriers of CLD students

Barriers of special education teachers

Definition of culturally responsive practices

Strategies of culturally responsive practices

Main foundations of culturally responsive practices

Problem Statements

School barriers, including lack of learning opportunities, unchallenging curricula, culturally irrelevant assessments, inappropriate instructional practices, and low expectations

Disproportionately identified as having disabilities and represented in special education programs

Understanding of barriers of CLD students and barriers that special education teachers face, as well as strategies for these barriers.

A Clip for Korean Students in the Classroom

http://www.youtube.com/watch?v=N-Vwh86ON_8&feature=related

What did you notice in the classroom?

Differences or Similarities?

Lives of Korean students

Enter good Universities Respect authority figures (e.g., teachers,

school personnel, etc.) Sit and listen to instruction Study 10 hours a day for elementary students/

16 hours a day for middle and high school students

Attend private institutes and/or have private tutor to learn mathematic, English, Science, etc.

No time to hang out with friends outside

Figure 1. Diagram for CLD Students to Be Referred to Special Education Program

. Special Education

Limited English

proficiency

Unfamiliarity with

American education

system

Culturally unresponsive

instruction and

curriculum

Poor academic

achievement

White, female,

monolingual, middle class

Lack of cultural

sensitivity

Deficit viewsBiased assessment

Barriers of CLD Students

Limited English proficiency

Limited opportunities to learn content or lack of exposure to the testing situation

Lack of the acquisition of vocabulary and grammar

Lack of understanding of meaning and concepts

Textbook difficulty

Lack of tests in different languages

Barriers of CLD Students

Limited social networkCulturally unresponsive and

inappropriate instruction and curriculum

Lack of language supportLack of fit between attitudes and

behavior patterns required by schoolUnfamiliar with American education

system

Barriers of Teachers/Schools

White, female, monolingual, and middle class

Little knowledge and skills regarding teaching culturally and linguistically diverse students

Lack of training in cultural and linguistic differences

Lack of cultural sensitivity and competence in diverse backgrounds of CLD students

Deficit views

Barriers of Teachers/Schools A narrow, white, mainstream lens for

judging CLD students’ academic performance and behaviors

Dominant culture's values, behaviors, and beliefs as the "standard" for academic success

Cultural mismatch between a variety of languages, perspectives, behaviors, and learning styles of CLD students and those of teachers

Biased assessment

Needs for Special Education TeachersNot simply applying instructional

techniques to incorporate assumed traits or customs of particular cultural groups

Help students build bridges between school learning and their lives outside school

Have insights into how their students’ past learning experiences have shaped their current views of school and school knowledge

Definitions/Goals of Culturally Responsive Practices

Incorporate aspects of CLD students’ cultural backgrounds into the organization and instruction of the classroom

Match between home/community culture and school culture

Improve school achievement of CLD students

Help CLD students develop cultural competence

Culturally Responsive Practices for Special Education Teachers

Have an open mind.

Become aware of their own cultural backgrounds.

Become aware of the potential for culture clashes between teachers and their students.

Believe that all students are capable of learning.

Culturally Responsive Practices for Special Education Teachers Make conscious decisions not to

discriminate based on faulty or incomplete data and assessments.

Understand first and second language acquisition and the problems students face in acquiring a second language.

View a student’s achievement difficulties within the context of that student’s cultural group and language proficiency status

Provide scaffolds between what students already know through their experiences and what they need to learn.

Culturally Responsive Practices for Special Education Teachers Assist students to construct knowledge, build

on their personal and cultural strengths, and examine the curriculum from multiple perspectives

Academic contents relative to students’ culture, background, environment, and prior experiences

Multiple content knowledge and skills that are reinforced over time and across subject areas

Increase student involvement in classroom activities

Provide language support

Figure 2. Main Foundations of Culturally Responsive Practices

.

Student Learning

Cultural Competence

Self-Efficacy

Main Foundations of Culturally Responsive Practices

Student learning

Educational capacity

Contents fitted in learners

Cultural competence

Fluent, comfortable in culture of origin

Self-efficacy

A perceived ability to judge whether individuals are able to perform within a given situation

A significant role in teacher motivation and action

Comments?

Thank you

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